||Parents’ Perceptions on Native and Non-Native English Speaking Teachers of Primary and Junior High School Students in the Taipei Metropolitan Area
||Department of English
Native English-speaking teacher (NEST)
Non-native English-speaking teacher (NNEST)
Southeast Asian English teacher
New Southbound Policy (NSP)
||In regards to English being globalized still playing a vital role, how to develop the ability of the students in fluent English use still remains a crucial issue in the field of TESOL in Taiwan. The concept of globalization as well influences the variety of English, from the fact that standard English was valued more, to the trending concept of World Englishes and language varieties—each can have a great impact on the field of TESOL in Taiwan. Taiwanese government started to promote NSP to economically, politically, and culturally and enhance the relationship with countries from Southeast Asia since 2016, meaning that Taiwanese people have more opportunities to interact with Southeast Asian people in the aspects of tourism, economy, and politics. However, the mutual respect along with the cultural tolerance seem not to develop, causing problems in terms of the misunderstanding of different cultures and the information asymmetry.
Therefore, the present study aims to investigate the perceptions of the parents of primary and junior high school students in the Taipei metropolitan area on NESTs and NNESTs under the effects of globalization. A total of 241 participants took part in the present study with a questionnaire survey, and the statistical data was further analyzed with a mix method. The results show that in general, the parents prefer NESTs to NNESTs, but their opinions differ with regards to the 6 English macro-skills: listening, speaking, reading, writing, pronunciation, and grammar. The results imply that the parents prefer NESTs to teach listening, speaking, writing, and pronunciation skills, whereas they prefer NNESTs to teach grammar lessons. As for reading skills, the results show insignificance to either NESTs or NNESTs. Moreover, the results also indicate that although generally the parents have a slight favoritism on NESTs, they believe that both NESTs and NNESTs have their own strengths and weaknesses, hoping that collaborative teaching can be conducted in English education of their children. Lastly, as to the tendency of the English teachers, the majority of the parents prefer teachers from America and Britain, as well as teachers from Taiwan. Less than a few parents would like their children to be taught by English teachers from Southeast Asia, indicating that the concept of standard English still dominates TESOL in Taiwan, and the concept of World Englishes is not yet popularized—it still needs more attention from MOE, experts, and scholars.
||Table of Content
CHINESE ABSTRACT III
TABLE OF CONTENTS VIII
LIST OF TABLES AND FIGURES X
LIST OF APPENDICES XI
CHAPTER ONE INTRODUCTION 1
1.1 Background of the study 1
1.2 Statement of the problem 2
1.3 Purpose of the study 3
1.4 Research questions 4
1.5 Significance of the study 5
CHAPTER TWO LITERATURE REVIEW 6
2.1 The three concentric circles of the English-speaking world 6
2.2 Debunking the myth of standard English with World Englishes 11
2.3 Taiwan’s policy of foreign teacher recruitment & self-positioning of local Taiwanese English teachers 14
2.4 Summary of Literature Review 17
CHAPTER THREE METHODOLOGY 19
3.1 Participants 19
3.2 Instrument 20
3.3 Procedures 21
3.4 Data collection and analysis 22
CHAPTER FOUR RESULTS AND DISCUSSION 24
4.1 Demographic information of the participants 25
4.2 The results of the perceptions of the participants on NESTs and NNESTs 26
4.2.1 Research question 1 26
4.2.2 Research question 2 36
4.2.3 Research question 3 43
4.3 Summary of the results and discussion 48
CHAPTER FIVE CONCLUSION, IMPLICATIONS, LIMITATIONS, AND SUGGESTIONS 49
5.1 Conclusion 49
5.2 Pedagogical and research implications 52
5.3 Limitations and suggestions for future studies 54
Table of Tables and Figures
Figure 1: Concentric circle model (Adapted from Kachru, 1997) 7
Table 1 Top 5 statements most recognized by the participants towards NESTs 27
Table 2 Bottom 5 statements most recognized by the participants towards NESTs 29
Table 3 Top 5 statements most recognized by the participants towards NNESTs 31
Table 4 Bottom 5 statements most recognized by the participants towards NNESTs 32
Table 5 The results of the mean scores on expectations of English teachers 34
Table 6 The results of t-Test for listening, speaking, reading, writing, grammar, and pronunciation. 37
Table 7 The results of t-Test for English teachers in terms of five sections 40
Table 8 The results of t-Test for the general preference of the participants to NESTs or NNESTs 43
Table 9 Statistical data of the tendency of the participants 44
List of Appendices
Appendix 1 Formal questionnaire (Chinese version) 72
Appendix 2 Formal questionnaire (English version) 81
Appendix 3 Statistical data of the questionnaire 95
Appendix 4 The frequency distribution of background information 102
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